Examining the current status of curriculum elements based on a cognitive process approach in smart elementary schools

The purpose of this study was to investigate the current status of curriculum elements in smart primary schools based on the cognitive process approach. The research method was descriptive-analytical and the design of research was applied-developmental. The study population included all 700 teachers of smart schools in Kermanshah. The sample size was 248 people who were selected by cluster random sampling method. The data collection tool was a 47-item researcher-made questionnaire. Questionnaires were distributed in person and the completed questionnaires were then collected. Data were analyzed with mean and standard deviation, as well as t-sample and Friedman test using SPSS software. The results indicate that the current situation of curriculum elements in smart primary schools based on the cognitive process approach is at a level just above average and less than desirable. Data analysis also showed that the current situation of the dominance of cognitive process views in goals, content and organization, teaching and learning activities, and evaluation methods in smart primary schools was assessed by teachers to be above average.